ERIC Number: ED189601
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
Using Visuals in the Composing Process.
Visual strategies that involve students in comprehending and writing processes while achieving whole-brain input can strengthen the bond between language and experience. Both the analytical, sequential, left brain hemisphere and the holistic, visual/spatial right brain hemisphere can be stimulated in oral and written expression through the use of three visual arrangement plans: in the lower grades, visual stories can acquaint young children with some of the major themes of literature and can illustrate character, plot, setting, and word; in the middle grades, pictures and visual patterns can be used to aid sentence combining practice; and in the upper grades, visual compositions can be arranged to help students achieve understanding of organizational patterns in writing. The visuals can be photographs or can be taken from filmstrips, picture book sources, or comics minus the dialogue. Visual compositions can be arranged to influence students to write narrative or steps in a process, description, comparison/contrast, enumeration, exposition, argumentation, or a combination of styles. Teachers should lead students through the following steps to implement any of these visual arrangements: (1) establish readiness, (2) form the main idea, (3) form the body of the composition, (4) write the composition, (5) review and share the compositions through several postwriting activities. As students learn to order visually, they learn to organize verbally, gaining greater facility in the organizational patterns of written discourse. (AEA)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (24th, Atlanta, GA, April 23-27, 1979).